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<p>It can be difficult for caregivers with a migrant background to engage in their multilingual children’s mathematical learning at home. When caregivers are limited to the language of instruction and traditional forms of engagement, valuable knowledge and engagement could remain unused. In this codesign study, we collaborated with a caregiver of a multilingual child to develop, test, and iteratively adjust mathematical activities to be used at home. We developed activities that were suitable for verbal interaction in all languages, accessible for a wide range of mathematics learners, and game-like. We conjectured that these activities could promote translanguaging amongst a caregiver with a migrant background and her multilingual child, and that translanguaging could unlock caregiver engagement processes. The data included observation notes and recordings of 12 one-on-one design meetings (60–120&#xa0;min) with the caregiver. Various rounds of codesign helped us refine the initial conjecture by empirical and theoretical underpinning. Features of the design helped the caregiver to support her child in mathematizing. In addition, the caregiver employed modeling. Empowerment was observed as a caregiver engagement process that propelled further involvement.</p>

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Promoting caregiver engagement processes through the codesign of translanguaging mathematics activities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年5月1日

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  • Erin Gail MacDonald,
  • Arthur Bakker,
  • Eva van de Weijer-Bergsma,
  • Elma Blom

摘要

It can be difficult for caregivers with a migrant background to engage in their multilingual children’s mathematical learning at home. When caregivers are limited to the language of instruction and traditional forms of engagement, valuable knowledge and engagement could remain unused. In this codesign study, we collaborated with a caregiver of a multilingual child to develop, test, and iteratively adjust mathematical activities to be used at home. We developed activities that were suitable for verbal interaction in all languages, accessible for a wide range of mathematics learners, and game-like. We conjectured that these activities could promote translanguaging amongst a caregiver with a migrant background and her multilingual child, and that translanguaging could unlock caregiver engagement processes. The data included observation notes and recordings of 12 one-on-one design meetings (60–120 min) with the caregiver. Various rounds of codesign helped us refine the initial conjecture by empirical and theoretical underpinning. Features of the design helped the caregiver to support her child in mathematizing. In addition, the caregiver employed modeling. Empowerment was observed as a caregiver engagement process that propelled further involvement.